Abhyankar, Rahul

Comer, Amber (Malcolm)

Odell, Jere D.

Rua, Avril N.

IUPUIScholarWorks

CONSCIENTIOUS OBJECTION IN THE HEALING PROFESSIONS: A READER’S GUIDE TO THE ETHICAL AND SOCIAL ISSUES Use of Animals in Medical Education Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua (May 24, 2014) The common objections to the use of animals in medical education pertain to concerns of mishandling of the animals before they arrive in classrooms, the welfare of the animals during use in training, and potential conflicts with and impact on student values and attitudes towards life. Nonetheless, objections toward the use of animals in medical education is not often discussed in the literature. There have been cases, however, of students dropping out of courses, or action being taken against them by the school for refusing to complete work which requires the use of animals. Legal action has been sought in some of these cases. Although the use of animals in medical training in the U.S. seems to be declining, conscientious objection can still be an issue, especially in veterinary schools. There are several alternatives to the use of animals that can be and have been used for medical training. Knight lists computer simulations, videos, plasticized specimens, ethically-sourced cadavers (obtained from animals that have died naturally, in accidents, or have been euthanized for medical reasons), models, diagrams, self-experimentation and supervised clinical experiences.1 Studies have affirmed the competency of students who are trained using these humane alternatives. Others, however, have argued that in some cases (such as in teaching tissue handling and surgical skills) the use of animals is a necessity. Selected Reading: Jonathan Balcombe.2 The use of animals in higher education: problems, alternatives & recommendations. Washington, DC: Humane Society Press; 2000. Available from: http://www.humanesociety.org/assets/pdfs/parents_educators/the_use_of_animals_in_higher_ed.pdf  This book addresses conscientious objection by students and teachers in high schools and colleges. It offers a brief history on the use of animals in education, and discusses the quality and relevance of science education, concluding that student exercises should not Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions a readers’ guide to the ethical and social issues. May 24, 2014. (Complete guide available from: http://hdl.handle.net/1805/3844.) Copyright 2014, the authors. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. be performed at the expense of the animal lives. Use of animals in medical education also raises sociological issues pertaining to student feelings and attitudes, and teacher influence. It contains empirical data on attitudes towards animal use, comparisons on performance of alternative methods to medical education. It also has data on live animal use by schools and a table highlighting student-choice dissection laws in the United States. While discouraging the use of live animals in medical education, the book recommends putting in place a legally mandated right to use humane alternatives since less than one in five States have dissection choice laws. The book asserts that dissection choice laws should apply to all levels of education not just pre-college. The book also contends that Institutional Animal Care and Use Committees (IACUCs) should impose more stringent protections on the use of animals in research.  Laura Jane Bishop and Anita Lonnes Nolen.3 Animals in research and education: ethical issues. Scope Note 40. National Reference Center for Bioethics Literature; 2001. http://hdl.handle.net/10822/556897   In this annotated bibliography, the authors review the literature on the use of animals in research and education prior to 2001. Although the main focus of the bibliography pertains to animals in experiments, many of the items address issues of importance in education as well. While a short section is devoted to issues in animal use for education, conscientious objections and conflicts are not discussed.  Andrew Knight, ed.1 Learning without killing: a guide to conscientious objection. 2002. Available from: http://hdl.handle.net/1805/3771   This is a guide for students who may wish to make conscientious objections to the use of animals in education (especially in veterinary schools). The authors hold that animal lives should be saved and that humane alternatives should be found for educational use. The book includes several articles on non-violence in surgical training, the use of pound dogs in veterinary surgical training and educational memorial programs (EMP)--programs encouraging clients to donate the remains of their animals for veterinary education—as of 2002, only four of these programs were in place at U.S. Veterinary schools.  Knight also provides steps to follow when conscientiously objecting, ranging from choosing the right course, formally requesting alternatives, letter writing, appeals and petitions, legal action, media coverage and hunger strikes. The book includes 15 stories from students who have succeeded in their conscientious objection claims from Australia, Brazil, Germany, New Zealand, Norway, USA and Wales. The guide gives examples of emails and letters that may be used by students, and contains a humane education email list and contact information for groups and organizations in U.S.A., New Zealand, Japan, Europe, Canada, Brazil, Australia and the International Network for Humane Education (InterNICHE). Lastly, it includes a list of resources and databases on alternatives.  Marcia Goodman Kramer.4 Humane education, dissection, and the law. Animal L. 2006 2007;13:281. Available from: http://vvwvv.animallaw.info/journals/jo_pdf/lralvol13_2_281.pdf   Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 2  This article reviews U.S. law and litigation on the use of animals in education. By focusing on vivisection and dissection, the author provides an overview of student-choice laws. Kramer is in favor of additional protections for students: "no student should be barred from a career in the sciences because he or she is too humane to pass a course that requires dissection."  Further Reading  Altweb | Alternatives to Animal Testing Website [Internet].5 [cited 2014 May 24]. Available from: http://altweb.jhsph.edu/  The American Anti-Vivisection Society (AAVS) [Internet].6 [cited 2014 May 24]. Available from: http://www.aavs.org   Animalearn.7 Dying to Learn: Exposing the supply of dogs and cats to higher education. [Internet]. [cited 2014 May 24]. Available from: http://www.dyingtolearn.org/   Animal Legal & Historical Center [Internet].8 [cited 2014 May 24]. Available from: http://animallaw.info/   Animal Welfare Information Center, USDA.9 Alternatives. Available from: http://awic.nal.usda.gov/alternatives   Arluke A.10 The use of dogs in medical and veterinary training: understanding and approaching student uneasiness. Journal of Applied Animal Welfare Science. 2004;7(3):197–204. Available from: https://www.animalsandsociety.org/assets/library/194_s15327604jaws07036.pdf  Banga J.11 Animal Use: A Conscientious Objection. Emory University; 2009. Available from: http://hdl.handle.net/1805/4464   Capaldo T.12 The psychological effects on students of using animals in ways that they see as ethically, morally or religiously wrong. Altern Lab Anim. 2004 Jun;32 Suppl 1B:525–31. Available from: http://www.neavs.org/docs/atla_paperDrCapaldo.pdf    Francione GL, Charlton AE, American Anti-Vivisection Society.13 Vivisection and dissection in the classroom: a guide to conscientious objection. Jenkintown, PA: American Anti-Vivisection Society; 1992.   Hart LA, Wood MW, Hart BL.14 Why dissection?: animal use in education. Westport, Conn.: Greenwood Press; 2008.  Hart LA, Wood MW, Weng H-Y.15 Mainstreaming alternatives in veterinary medical education: resource development and curricular reform. J Vet Med Educ. 2005;32(4):473–80. Available from: http://escholarship.org/uc/item/6f10b3fh   Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 3  The Humane Society of the United States [Internet].16 [cited 2014 May 24]. Available from: http://www.humanesociety.org/   InterNICHE.17 International Network for Humane Education. Available from: http://www.interniche.org/en   Knight A.18 The effectiveness of humane teaching methods in veterinary education. ALTEX. 2007;24(2):91–109. Available from: http://www.altex.ch/resources/2_07S091109Knight_korrqxd.pdf  Knight A.19 Conscientious Objection to Harmful Animal Use within Veterinary and Other Biomedical Education. Animals. 2014 Jan 21;4(1):16–34. Available from: http://www.mdpi.com/2076-2615/4/1/16   Kopp S.20 Training the next generation. Hastings Cent Rep. 2012 Mar;42(6):S1–S40. Available from: http://animalresearch.thehastingscenter.org/report/training-the-next-generation/   Kulpa-Eddy J, Snyder M, Stokes W.21 A review of trends in animal use in the United States (1972–2006). AATEX. 2008;14(Special Issue):163–5. Available from: http://altweb.jhsph.edu/wc6/paper163.pdf  Martinsen S, Jukes N.22 Towards a humane veterinary education. J Vet Med Educ. 2005;32(4):454–60. Available from: http://www.utpjournals.com/jvme/tocs/324/454.pdf   National Anti-Vivisection Society [Internet].23 [cited 2014 May 24]. Available from: http://www.navs.org/   National Association of Biology Teachers.24 The Use of Animals in Biology Education [Internet]. [cited 2014 May 24]. Available from: http://www.nabt.org/websites/institution/index.php?p=97   National Research Council, National Academy of Sciences.25 Principles and Guidelines for the Use of Animals in Precollege Education [Internet]. 2004 [cited 2014 May 24]. Available from: http://www.nabt.org/websites/institution/File/Principles%20and%20Guidelines%20for%20the%20Use%20of%20Animals%20in%20Precollege%20Education.pdf   National Science Teachers Association.26 NSTA Position Statement: Responsible Use of Live Animals and Dissection in the Science Classroom [Internet]. 2008 [cited 2013 Nov 23]. Available from: http://www.nsta.org/about/positions/animals.aspx  New England Anti-Vivisection Society [Internet].27 [cited 2014 May 24]. Available from: http://www.neavs.org/   Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 4  Oakley J.28 Science Teachers and the Dissection Debate: Perspectives on Animal Dissection and Alternatives. International Journal of Environmental and Science Education. 2012 Apr;7(2):253–67. Available from: http://www.ijese.com/IJESE_v7n2_Oakley.pdf   Office of Technology Assessment, U.S. Congress.29 Alternatives to animal use in research, testing, and education. Springfield, Virginia: National Technical Information Service; 1986. Available from: http://hdl.handle.net/1805/3772   Office of the State Superintendent of Education, District of Columbia.30 Research and Supporting Information for Guidance to Local Education Agencies  on Animal Dissection Opt-Out Choice for District Students. 2012. Available from: http://hdl.handle.net/1805/4465   Patronek GJ, Rauch A.31 Systematic review of comparative studies examining alternatives to the harmful use of animals in biomedical education. J Am Vet Med Assoc. 2007 Jan 1;230(1):37–43. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.1760&rep=rep1&type=pdf  Physicians Committee for Responsible Medicine.32 Dissection Alternatives [Internet]. PCRM.org. [cited 2014 May 24]. Available from: http://www.pcrm.org/research/edtraining/dissectionalt/dissection-alternatives     Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 5  References  1. Knight A, ed. Learning without killing: a guide to conscientious objection. 2002. Available from: http://hdl.handle.net/1805/3771 2. Balcombe J. The use of animals in higher education: problems, alternatives & recommendations. Washington, DC: Humane Society Press; 2000. Available from: http://www.humanesociety.org/assets/pdfs/parents_educators/the_use_of_animals_in_higher_ed.pdf 3. Bishop LJ, Nolen AL. Animals in research and education: ethical issues. Scope Note 40. National Reference Center for Bioethics Literature; 2001. http://hdl.handle.net/10822/556897 4. Kramer MG. Humane education, dissection, and the law. Animal L. 2006 2007;13:281. Available from: http://vvwvv.animallaw.info/journals/jo_pdf/lralvol13_2_281.pdf 5. Altweb | Alternatives to Animal Testing Website. Available from: http://altweb.jhsph.edu/ 6. The American Anti-Vivisection Society (AAVS) [Internet]. [cited 2014 May 24]. Available from: http://www.aavs.org 7. Animalearn. Dying to Learn: Exposing the supply of dogs and cats to higher education. [Internet]. [cited 2014 May 24]. Available from: http://www.dyingtolearn.org/ 8. Animal Legal & Historical Center [Internet]. [cited 2014 May 24]. Available from: http://animallaw.info/ 9. Animal Welfare Information Center, USDA. Alternatives. Available from: http://awic.nal.usda.gov/alternatives 10. Arluke A. The use of dogs in medical and veterinary training: understanding and approaching student uneasiness. Journal of Applied Animal Welfare Science. 2004;7(3):197–204. Available from: https://www.animalsandsociety.org/assets/library/194_s15327604jaws07036.pdf 11. Banga J. Animal Use: A Conscientious Objection. Emory University; 2009. Available from: http://hdl.handle.net/1805/4464 12. Capaldo T. The psychological effects on students of using animals in ways that they see as ethically, morally or religiously wrong. Altern Lab Anim. 2004 Jun;32 Suppl 1B:525–31. Available from: http://www.neavs.org/docs/atla_paperDrCapaldo.pdf 13. Francione GL, Charlton AE, American Anti-Vivisection Society. Vivisection and dissection in the classroom: a guide to conscientious objection. Jenkintown, PA: American Anti-Vivisection Society; 1992. 14. Hart LA, Wood MW, Hart BL. Why dissection?: animal use in education. Westport, Conn.: Greenwood Press; 2008. 15. Hart LA, Wood MW, Weng H-Y. Mainstreaming alternatives in veterinary medical education: resource development and curricular reform. J Vet Med Educ. 2005;32(4):473–80. Available from: http://escholarship.org/uc/item/6f10b3fh 16. The Humane Society of the United States [Internet]. [cited 2014 May 24]. Available from: http://www.humanesociety.org/ 17. InterNICHE. International Network for Humane Education. Available from: http://www.interniche.org/en 18. Knight A. The effectiveness of humane teaching methods in veterinary education. ALTEX. 2007;24(2):91–109. Available from: http://www.altex.ch/resources/2_07S091109Knight_korrqxd.pdf Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 6  19. Knight A. Conscientious Objection to Harmful Animal Use within Veterinary and Other Biomedical Education. Animals. 2014 Jan 21;4(1):16–34. Available from: http://www.mdpi.com/2076-2615/4/1/16 20. Kopp S. Training the next generation. Hastings Cent Rep. 2012 Mar;42(6):S1–S40. Available from: http://animalresearch.thehastingscenter.org/report/training-the-next-generation/ 21. Kulpa-Eddy J, Snyder M, Stokes W. A review of trends in animal use in the United States (1972–2006). AATEX. 2008;14(Special Issue):163–5. Available from: http://altweb.jhsph.edu/wc6/paper163.pdf 22. Martinsen S, Jukes N. Towards a humane veterinary education. J Vet Med Educ. 2005;32(4):454–60. Available from: http://www.utpjournals.com/jvme/tocs/324/454.pdf 23. National Anti-Vivisection Society [Internet]. [cited 2014 May 24]. Available from: http://www.navs.org/ 24. National Association of Biology Teachers. The Use of Animals in Biology Education [Internet]. [cited 2014 May 24]. Available from: http://www.nabt.org/websites/institution/index.php?p=97 25. National Research Council, National Academy of Sciences. Principles and Guidelines for the Use of Animals in Precollege Education [Internet]. 2004 [cited 2014 May 24]. Available from: http://www.nabt.org/websites/institution/File/Principles%20and%20Guidelines%20for%20the%20Use%20of%20Animals%20in%20Precollege%20Education.pdf 26. National Science Teachers Association. NSTA Position Statement: Responsible Use of Live Animals and Dissection in the Science Classroom [Internet]. 2008 [cited 2013 Nov 23]. Available from: http://www.nsta.org/about/positions/animals.aspx 27. New England Anti-Vivisection Society [Internet]. [cited 2014 May 24]. Available from: http://www.neavs.org/ 28. Oakley J. Science Teachers and the Dissection Debate: Perspectives on Animal Dissection and Alternatives. International Journal of Environmental and Science Education. 2012 Apr;7(2):253–67. Available from: http://www.ijese.com/IJESE_v7n2_Oakley.pdf 29. Office of Technology Assessment, U.S. Congress. Alternatives to animal use in research, testing, and education. Springfield, Virginia: National Technical Information Service; 1986. Available from: http://hdl.handle.net/1805/3772 30. Office of the State Superintendent of Education, District of Columbia. Research and Supporting Information for Guidance to Local Education Agencies  on Animal Dissection Opt-Out Choice for District Students. 2012. Available from: http://hdl.handle.net/1805/4465 31. Patronek GJ, Rauch A. Systematic review of comparative studies examining alternatives to the harmful use of animals in biomedical education. J Am Vet Med Assoc. 2007 Jan 1;230(1):37–43. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.114.1760&rep=rep1&type=pdf 32. Physicians Committee for Responsible Medicine. Dissection Alternatives [Internet]. PCRM.org. [cited 2014 May 24]. Available from: http://www.pcrm.org/research/edtraining/dissectionalt/dissection-alternatives Jere Odell, Rahul Abhyankar, Amber Malcolm, Avril Rua. Use of animals in medical education. Conscientious objection in the healing professions: a readers’ guide to the ethical and social issues. May 24, 2014 - 7  

Use of animals in medical education: Conscientious objection in the healing professions

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Use of animals in medical education: Conscientious objection in the healing professions

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